A Bayesian approach to study the risk variables for tuberculosis occurrence in domestic and wild ungulates in South Central Spain

BACKGROUND Bovine tuberculosis (bTB) is a chronic infectious disease mainly caused by Mycobacterium bovis. Although eradication is a priority for the European authorities, bTB remains active or even increasing in many countries, causing significant economic losses. The integral consideration of epidemiological factors is crucial to more cost-effectively allocate control measures. The aim of this study was to identify the nature and extent of the association between TB distribution and a list of potential risk factors regarding cattle, wild ungulates and environmental aspects in Ciudad Real, a Spanish province with one of the highest TB herd prevalences. RESULTS We used a Bayesian mixed effects multivariable logistic regression model to predict TB occurrence in either domestic or wild mammals per municipality in 2007 by using information from the previous year. The municipal TB distribution and endemicity was clustered in the western part of the region and clearly overlapped with the explanatory variables identified in the final model: (1) incident cattle farms, (2) number of years of veterinary inspection of big game hunting events, (3) prevalence in wild boar, (4) number of sampled cattle, (5) persistent bTB-infected cattle farms, (6) prevalence in red deer, (7) proportion of beef farms, and (8) farms devoted to bullfighting cattle. CONCLUSIONS The combination of these eight variables in the final model highlights the importance of the persistence of the infection in the hosts, surveillance efforts and some cattle management choices in the circulation of M. bovis in the region. The spatial distribution of these variables, together with particular Mediterranean features that favour the wildlife-livestock interface may explain the M. bovis persistence in this region. Sanitary authorities should allocate efforts towards specific areas and epidemiological situations where the wildlife-livestock interface seems to critically hamper the definitive bTB eradication success.

Emotional competences and promotion of school success: Preliminary data of an intervention programme with teachers

Teachers’ emotional competences and well-being are fundamentally important to developing and maintaining positive relationships in the classroom, which can contribute to improving pedagogical action. References to several intervention programmes are found in the literature with the purpose of changing the practices, attitudes, and beliefs of teachers, who show evidence of a significant improvement in personal competences and school success. Therefore, an intervention with teachers integrating a broader line of research was carried out, involving parents and students as well. It consists of a programme which promotes personal (well-being and emotional intelligence) and professional (acquiring differentiated pedagogical strategies) competences over a period of six months, followed by a focus group to assess the contribution of an empowerment programme with the intention of promoting school success. The preliminary action-research study involved 10 teachers of two classes with students who show disruptive behaviour in the 7th year in a school in the central region of Portugal. The teachers, of both genders, are aged between 44 and 52, and belong to several recruitment groups. The main research question was: “To what extent does an intervention programme, intended for training, contribute to developing personal and professional competences in teachers of the 3rd cycle of basic education?” The teachers revealed a rather favourable view of their participation in the programme, considering that it helped them perceive some behaviours and practices which are less adjusted to their action in the classroom with these students (shouting, scolding, etc.). From the pretest to the posttest, statistically significant differences were found in assessing their own emotions and in their use. Signs of improvement in positive affections and satisfaction with life were also found, though with a marginal significance. The preliminary data in this empowerment programme for these educational agents points towards the importance of teachers’ awareness in what concerns their pedagogical action, as well as the need to change traditional pedagogical practices that contribute to discouraging students towards learning. The need to establish closer and systematic contact with the students and their families in order to meet their needs and expectations was also highlighted.

Emotional Skills and Promoting School Success in the 3rd Cycle: Students Perception

The perceptions about school play a central role in behavior, performance and learning outcomes. There is evidence that an improvement in emotional skills is associated with a higher school success. The aim of this paper is to know the relationship between internalizing and externalizing behaviors, emotional skills and academic success of students of the 3rd cycle of basic education. In order to promote students social and emotional skills, a pilot study in a School Grouping of the central region (Portugal) was carried out. It was made a diagnosis of disruptive behavior (ASEBA) and identified 6 children aged between 12 and 14 years old and followed by 3 focus groups with students, parents, and teachers, respectively. Six students mostly male were identified, with the predominance of externalizing behaviors and academic failure. They don’t like school and have no motivation for learning. The relationship between parents and teachers is conflictive. All parents have the utmost concern academic success and teachers perceived good practices, but without success. This program is seen in a perspective of empowerment of the educational agents to manage various environments and relationships. The results point to the importance of the systemic intervention program on the improvement of the social and emotional competences and academic achievement.

Emotional skills and promoting School Success in the 3rd cycle: students perception

Problem Statement: The perceptions about school, play a central role in behavior, performance and results. There is evidence that an improvement in emotional skills is associated with a higher success. Research Questions: What is the relationship between internalizing and externalizing behaviors, emotional skills and academic success in the 3rd cycle of basic education? Purpose of Study: To promote social and emotional skills of students, in the 3rd cycle of basic education. Research Methods: A pilot study with groups of 7th year at a school central Portugal. Made diagnosis of disruptive behavior (ASEBA) was identified 6 children aged 12 0s and 14 and followed by 3 focus groups with students, parents, and teachers respectively. Findings: 6 students mostly male were identified (70 %), with the predominance of externalizing behaviors and academic failure. Not like school (80%) and have no motivation for learning. The relationship between parents and teachers is conflituoso. 100 % of parents have the utmost concern academic success and teachers perceptional good practices, but without success. Conclusions: This program is seen in a perspective of empowerment of the various educational agents to manage various environments and relationships. The results point to the importance of the focus group in the awareness of relational problems in schools. Less adjusted change behaviors imply the involvement of all educators.

Ceramic-veneered zirconia frameworks in full-arch implant rehabilitations: A 6-month to 5-year retrospective cohort study

Purpose: This was a retrospective cohort study designed to evaluate the clinical performance of ceramicveneered zirconia frameworks. Materials and Methods: Patients were recruited according to defined inclusion criteria. All patients were checked every 4 months from the time of definitive rehabilitation. At the end of 2013, all patients were rescheduled and rechecked for study purposes. The restorative procedures assessment was performed by previously established methods. The primary outcomes were the survival and success rates of the prosthesis. Descriptive statistics were used for the patient's demographics, implant distribution, and occurrence of complications. To study the survival and success of the prostheses, a Cox Regression analysis was used with a model constructed in a forward conditional stepwise mode. Predictive variables were included in the model, and adjusted survival curves were obtained for each outcome. Results: From 2008 to 2013, 75 patients were rehabilitated with 92 implant-supported, screw-retained, full-arch ceramic-veneered zirconia framework rehabilitations. The range of follow-up was between 6 months and 5 years. From the 92 full implant-supported screw-retained full-arch rehabilitations, Cox regression analysis indicated that within a 5-year time frame, the probability of framework fracture, major chipping, minor chipping, or any of the former combined to occur was 17.6%, 46.5%, 69.2%, and 90.5%, respectively. Conclusion: Results suggest zirconia as a suitable material for framework structure in implant-supported, full-arch rehabilitations. However, it experiences a high incidence of technical complications, mainly due to ceramic chipping. Further clinical studies should aim to ascertain the effects of clinical features and manufacturing procedures on the survival rates of these prostheses. © 2016 by Quintessence Publishing Co Inc.

New Political Parties as Innovators - Formation and Success

This cumulative dissertation investigates the formation and success of new political parties in developed democracies from the perspective of the programmatic competition between parties (see. introduction in chapter 1). It starts by arguing that the current state of the programmatic supply by existing parties is a central determinant for the likelihood of new party formation (chapter 2). A low programmatic diversity of existing parties creates scope for programmatic innovations by new parties. The dissertation establishes a connection between the literature on new parties and niche parties by analyzing the latter as typical cases of innovating new parties (chapter 3). For this purpose, the author combines two concepts with corresponding measures in order to capture the programmatic profiles of parties. Nicheness refers to differences in the emphasis of topics between a given party and its counterparts while programmatic concentration shows the narrowness of a given policy profile. Chapter 4 investigates how the variation in the programmatic profiles of niche parties affect their long-term electoral performance. Previous studies on niche parties have not fully taken into account the evolutionary aspect of the programmatic profiles of these parties. Acknowledging the variation in programmatic profiles between niche parties and over time, the article argues that the electoral effects of nicheness and programmatic concentration as programmatic features of niche parties vary over their lifecycle. The literature on new parties assumes that they can benefit from the poor representation of parts of the electorate by existing parties. This strand of research provides plausible results, but it operates on the macro level, which is problematic for theoretical and methodological reasons. The study in chapter 5 overcomes these problems through a multilevel analysis of the vote choice between new parties, existing parties and abstention.

Steps to success : family-friendly guide for fifth grade : English language arts

This document is designed to: provide examples of the standards, skills, and knowledge your child will learn in English language arts and should be able to do upon exiting fifth grade ; suggest activities on how you can help your child at home ; offer additional resources for information and help.

Steps to success : family-friendly guide for fourth grade : English language arts

This document is designed to: provide examples of the standards, skills, and knowledge your child will learn in English language arts and should be able to do upon exiting fourth grade ; suggest activities on how you can help your child at home ; offer additional resources for information and help.

Steps to success : family-friendly guide for fourth grade : mathematics

This document is designed to: provide examples of the standards, skills, and knowledge your child will learn in mathematics and should be able to do upon exiting fourth grade ; suggest activities on how you can help your child at home ; offer additional resources for information and help.

Steps to success : family-friendly guide for third grade : mathematics

This document is designed to: provide examples of the standards, skills, and knowledge your child will learn in mathematics and should be able to do upon exiting third grade ; suggest activities on how you can help your child at home ; offer additional resources for information and help.

Steps to success : family-friendly guide for fifth grade : mathematics

This document is designed to: provide examples of the standards, skills, and knowledge your child will learn in mathematics and should be able to do upon exiting fifth grade ; suggest activities on how you can help your child at home ; offer additional resources for information and help.

Steps to success : family-friendly guide for third grade : English language arts

This document is designed to: provide examples of the standards, skills, and knowledge your child will learn in English language arts and should be able to do upon exiting third grade ; suggest activities on how you can help your child at home ; offer additional resources for information and help.

Factors influencing success in introductory programming courses.

This study looked at the reasons why Vanier College students in computer programming are encountering difficulties in their learning process, Factors such as prior academic background, prior computer experience, mother tongue, and learning styles were examined to see how they play a role in students' success in programming courses. The initial research hypotheses were the following : Computer science students using understanding and integrating succeed better than students using following coding, or problem solving. Students using problem solving succeed better than those who use participating and enculturation. Students who use coding perform better than those who prefer participating ans enculturation. In addition, this study hoped to examine whether there is a gender difference in how students learn programming.||Résumé :||La présente étude a examiné les raisons pour lesquelles les étudiants en informatique du Collège Vanier rencontrent des difficultés dans leurs études en programmation. Les facteurs tel que le niveau des études précédentes, l'expérience en informatique, la langue maternelle e les méthodes d'apprentissage ont été considérés pour voir quel rôle ces facteurs jouent pour promouvoir la réussite dans les cours de programmation.Les hypothèses initiales de recherche ont été formulées comme suit : 1. Les étudiants en informatique utilisant la compréhension et l'intégration réussissent mieux que ceux utilisant «suivre», le codage ou la résolution des problèmes. 2, Les étudiants utilisant la résolution des problèmes réussissent mieux que ceux qui utilisent la participation dans la culture informatique. 3, Les étudiants utilisant le codage réussissent mieux que ceux qui utilisent la participation dans la culture informatique.

Integrating a web-enhanced study module into the accounting classroom: student perceptions and academic results.

Student engagement in a course is an important precursor of academic success. Within the discipline of accounting, successful completion of the self-study component of the course is a critical aspect of student engagement and success. Web-enhanced learning offers an apportunity to provide a structured learning environment with improved access to learning tools and immediate feedback that can improve completion rates of self-study activities. This study evaluated student perceptions and academic results relating to the implementation of a web-enhanced study module in an introductory accounting course in Business Administration department at John Abbott College. The results of this study indicate both a strongly favourable student perception of the web-enhanced study module as well as improved homework completion rates and academic results, particularly among students that had previously performed poorly within a tradional, non web-enhanced seelf study environment.||Résumé : L'engagement des élèves dans un cours est un précurseur important de la réussite scolaire. Dans la discipline de la comptabilité, la réussite de la composante d'auto-apprentissage du cours est un aspect critique de l'engagement et la réussite des élèves. Amélioration de l'apprentissage par Internet offre la possibilité de fournir un environnement d'apprentissage structuré avec un meilleur accès aux outils d'apprentissage et la rétroaction immédiate qui peuvent améliorer les taux d'achèvement des activités d'auto-apprentissage. Cette étude a évalué les perceptions des élèves et les résultats scolaires relatives à la mise en oeuvre d'un module d'étude avec accès Internet à un cours d'introduction à la comptabiblilté dans le département d'administration des affaires au Cégep John Abbott. Les résultats de cette étude indiquent à la fois une perception des étudiants fortement favorable du module d'étude avec accès Internet ansi que l'amélioration des taux d'achèvement des devoirs et des résultats scolaires en particulier chez les élèves qui avaient de mauvais résultats dans un cadre traditionnel, l'environnement d'étude non accès Internet.

A study of the role of a technology-enhanced learning implementation group in mediating an institutional VLE minimum standards policy

Recent years have seen a focus on responding to student expectations in higher education. As a result, a number of technology-enhanced learning (TEL) policies have stipulated a requirement for a minimum virtual learning environment (VLE) standard to provide a consistent student experience. This paper offers insight into an under-researched area of such a VLE standard policy development using a case study of one university. With reference to the implementation staircase model, this study takes cue from the view that an institutional VLE template can affect lower levels directly, sidestepping the chain in the implementation staircase. The Group's activity whose remit is to design and develop a VLE template, therefore, becomes significant. The study, drawing on activity theory, explores the mediating role of such a Group. Factors of success and sources of tension are analysed to understand the interaction between the individuals and the collective agency of Group members. The paper identifies implications to practice for similar TEL development projects. Success factors identified demonstrated the importance of good project management principles, establishing clear rules and division of labour for TEL development groups. One key finding is that Group members are needed to draw on both different and shared mediating artefacts, supporting the conclusion that the nature of the group's composition and the situated expertise of its members are crucial for project success. The paper's theoretical contribution is an enhanced representation of a TEL policy implementation staircase.